Effects of social demands on generalized imitation learning in retarded children

The purpose of the present study was to investigate the role of social-setting characteristics in the acquisition and maintenance of generalized imitative behavior. A total of 50 imitative moderately retarded children were each assigned to 1 of 5 treatment conditions. The groups were matched with respect to each S's pretreatment imitative level. It was found that the degree of social demand to imitate differentially contributes to the occurrence of generalized imitative behavior. These findings are discussed in terms of recent explanations of the occurrence of generalized imitation learning and Zigler's position concerning the problem-solving style of retarded children.This study is based on a Master's thesis submitted by the first author to Syracuse University and supervised by the second author. The authors wish to thank Carl Petrontoni, Marshall Beckman, Sheri Saloff, Gary George, Joseph Koury, and Ellen Kasher, who served as research assistants. Special thanks are given to Willian R. Hootsy, Director of Children's Services at the Onondaga County Center for Retarded Children, for making the children available for this research. Portions of this study were prepared while the second author was on leave of absence to the Bavarian State Institute for Early Childhood Education, Munich, Germany.